"Dynamic testing": Erratum.

Reports an error in the original article by E. L. Grigorenko and R. J. Sternberg (Psychological Bulletin, 1998[Jul], Vol 124[1], 75–111). The original article contained a word-processing error that resulted in an incorrect word substitution in the reference list. Corrections to the references are listed. (The following abstract of this article originally appeared in record 1998-04232-004.) This article evaluatively reviews the literature on dynamic testing, a collection of testing procedures designed to quantify not only the products or even the processes of learning but also the potential to learn. The article considers a variety of approaches to dynamic testing and the strengths and weaknesses of each. Moreover, the literature on each approach is reviewed and analyzed in terms of the extent to which it fulfills the claims made for it. In all of these approaches, testing involves learning at the time of test, rather than just static testing of what has been learned before. It is concluded that dynamic testing has great potential for helping to understand people's potentials but that its potential has yet to be realized fully. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Has Dynamic Testing Lived Up to Its Potential? A Review of Sternberg and Grigorenko's Dynamic Testing.

Reviews the book "Dynamic Testing: The Nature and Measurement of Learning Potential," by R. J. Sternberg and E. L. Grigorenko (see record 2002-01422-000). Unlike "static" tests, dynamic tests emphasize learning potential rather than past learning accomplishments. The book opens with a theoretical framework of abilities as forms of development expertise. It continues with an introduction to dynamic testing and then a capsule history of dynamic testing. The book also reviews other diverse approaches to dynamic testing. The authors present their own three-pronged approach to dynamic testing along with two case studies from their own research in which dynamic testing was utilized. The book is valuable for school psychologists interested in understanding more about dynamic testing of abilities and the progress in the field. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Alcohol abuse as molar choice: An update of a 1982 proposal.

This article updates a 1982 article (R. E. Vuchinich, 1982) in which an analysis of alcohol abuse that was based on molar behavioral theories of choice was proposed. The original article and subsequent developments in the addiction literature that are related to the choice perspective are summarized. The molar choice view has been incorporated into human and animal research on addictive behaviors other than alcohol abuse, but it has had little impact on the alcohol literature. This lack of influence on alcohol research is attributed to its poor fit with the Zeitgeist of the relevant scientific community rather than to a lack of potential for positive contributions. This tension with the Zeitgeist is created by the contrast between molecular and molar approaches to studying alcohol abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Controlling uncertainty: A review of human behavior in complex dynamic environments.

Complex dynamic control (CDC) tasks are a type of problem-solving environment used for examining many cognitive activities (e.g., attention, control, decision making, hypothesis testing, implicit learning, memory, monitoring, planning, and problem solving). Because of their popularity, there have been many findings from diverse domains of research (economics, engineering, ergonomics, human–computer interaction, management, psychology), but they remain largely disconnected from each other. The objective of this article is to review theoretical developments and empirical work on CDC tasks, and to introduce a novel framework (monitoring and control framework) as a tool for integrating theory and findings. The main thesis of the monitoring and control framework is that CDC tasks are characteristically uncertain environments, and subjective judgments of uncertainty guide the way in which monitoring and control behaviors attempt to reduce it. The article concludes by discussing new insights into continuing debates and future directions for research on CDC tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning in flatworms and annelids.

This article attempts an exhaustive review of the research purporting to demonstrate behavioral modifications in earthworms, planaria, and related organisms. Studies are grouped first according to phylum, and for each of the phyla considered according to certain subcategories of learning: habituation, classical conditioning, instrumental learning, and variability. Examination of the literature reveals that whereas earlier work was often ill-controlled, more recent research has for the most part been rigorous and convincing. It is concluded that learning and related phenomena have indeed been demonstrated clearly in each of these 2 phyla, and that research on these animals provides a promising means of investigating the "molecular" basis of learning. (74 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing cultural and individual learning tendencies.

Comments on the article by R. G. Tweed and D. R. Lehman (2001) which stated that a Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. In this article, Tweed and Lehman argued that these ancient exemplars model approaches to learning continue to differentiate students within a modern Canadian postsecondary context. Specifically, it is argued that Chinese cultural influence increases the likelihood that a student will report Confucian learning beliefs and behaviors and that Western cultural influence increases the likelihood that a student will report Socratic learning beliefs and behaviors. The authors of this commentary believe that although Tweed and Lehman presented a thorough and thoughtful review of cultural differences and set the stage for the enhancement of teaching at the postsecondary level, there is disconnect between the framework and external educational theory. The use of a cultural level of analysis vs an individual level of analysis somewhat diluted the potential contribution of their ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The approaches to learning of student nurses in the Republic of Ireland and Northern Ireland

In recent years during a period of change in nurse education, there has been an increased interest in educational theory and nurse educators have examined and questioned the fundamental principles upon which the system of education is constructed. In nurse education it is likely that no single theory of learning can account for all aspects of learning and there are reflections of many learning theories in the nursing curriculum. The literature in the area of student learning is complex and wide ranging and is poorly represented in the nurse education literature. In recognition of a lack of understanding and clarity on learning approaches in nurse education during a period of unprecedented change in Irish and United Kingdom (UK) nurse education, this paper aims to highlight the importance of understanding student nurse learning. A study is described which investigated the approaches to learning of student nurses from the Republic of Ireland, who were receiving a traditional apprenticeship training, and student nurses from Northern Ireland in a Project 2000 programme. On comparative statistical analysis significant differences were identified between the two groups in their approaches to learning. It is concluded that students' constructs of learning in nurse education are primarily dependent on their interpretation of the demands of the task, on assessment, teaching and the learning environment. The study provides nurse educationalists with important evaluative information from the students' perspective. It suggests that the way forward is to identify the significant contextual factors influencing student learning and to incorporate them into the nursing curriculum. Such an approach will serve to focus the system on variability in the quality of learning rather than on stability in human attributes.     

Skinning vulvectomy for the treatment of vulvar intraepithelial neoplasia 2-3: a study of 21 cases

The authors compare innovative learning strategies in medical education today with the traditional educational methods of Jewish Talmudic study. These methods began to be developed in yeshivas (the highest Jewish educational institutions) in the third century BC and continue to be used in yeshivas today. The teaching in thousands of yeshivas of Talmudic study worldwide emphasizes student-centered, problem-based, small-group, and lifelong learning. Further, in the yeshivas rote memorization is discouraged; students are selected on the basis of merit rather than social status; and the teachers (particularly master teachers) are expected to act as role models for all aspects of living. Over the centuries, the yeshiva has been slightly modified and specialized, and the number of students has increased, but the institution has retained its basic instructional format. The authors briefly describe each aspect of Talmudic study and how it relates to current educational practices in medical schools. They argue that comparing these two educational institutions--the yeshiva and medical school--is valuable, in that the history of the yeshiva educational system, which has successfully produced generations of creative scholars, educators, and leaders, as well as an enormous body of literature, validates the innovative teaching approaches being used in medical schools today.     

The core of Confucian learning.

Comments on the article by R. G. Tweed and D. R. Lehman (2001) which stated that a Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. In this article, Tweed and Lehman argued that these ancient exemplars model approaches to learning continue to differentiate students within a modern Canadian postsecondary context. Specifically, it is argued that Chinese cultural influence increases the likelihood that a student will report Confucian learning beliefs and behaviors and that Western cultural influence increases the likelihood that a student will report Socratic learning beliefs and behaviors. The author of this commentary believes that Tweed and Lehman's characterization of the Confucian model neglected the core while accentuating the periphery. The author treated both learning models (Socratic and Confucian) as if they shared the same epistemological basis and argued that the differences lay merely in their approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recent advances and future directions in the biopsychosocial assessment and treatment of arthritis.

This article provides an overview of the emerging literature on biopsychosocial assessment and treatment for two of the most common forms of arthritis: osteoarthritis and rheumatoid arthritis. The article is divided into 3 parts. In the 1st part, the basic elements of the biopsychosocial approach to assessing and treating persons having arthritis is described. In the 2nd part the authors evaluate studies of biopsychosocial approaches to the assessment of arthritis pain and disability. Six research areas are reviewed: learned helplessness, depression, stress, pain coping, self-efficacy, and the social context of arthritis. The 3rd part of the article reviews studies that testing the efficacy of biopsychosocial treatment approaches for persons having osteoarthritis and rheumatoid arthritis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to Mahrer.

Replies to Mahrer's response (see record 2007-09057-001) to the current author's book review (see record 2007-09053-001). Mahrer raises some important questions and submits that different approaches differ significantly in the categories they use to make sense of what clients do, and that each has its own way of eliciting, listening to and observing what the client says and does. I agree that approaches differ on these features and believe that what we listen for and how we make sense of what we hear is the most fundamental aspect of any therapeutic approach. In fact training in an approach involves not only learning the intervention skills of the approach, which is the easy part, but learning when and how to use the intervention, which is based on listening and process diagnosis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drug-induced amnesia: Implications for cognitive neuropsychological investigations of memory.

Studies of drug effects on memory represent a large body of literature that, for the most part, has not had an impact on psychological theories of memory and amnesia produced by cognitive psychologists, who tend to theorize independently of information about the brain. Recently, however, there has been a movement toward cognitive neuropsychological approaches to memory in which theorists have begun to consider, and even focus on, neuroanatomical realities. This approach currently relies on data from organic amnesic patients and normal Ss. This article suggests that studies of drug-induced amnesia complement these current lines of investigation and therefore merit consideration from cognitive neuropsychologists interested in memory. To this end, the drugs and memory literature is reviewed, and its potential relationship with more mainstream cognitive neuropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Techniques for strengthening clients' observing ego.

The construct of the observing ego has received little attention in the psychotherapy literature since it was first introduced by Freud, yet its attainment is considered one of the hallmarks of mental health. Despite the importance of increasing clients' observing ego functions, little has been written about how to accomplish this goal in psychotherapy. This article describes an integrative psychodynamic approach to treatment that selectively uses modified techniques from other theoretical approaches. The relationship between the therapeutic alliance and the observing ego is discussed, and 4 techniques for increasing observing ego functions are suggested: (1) the use of clarification following catharsis; (2) increasing reality testing; (3) serving as an auxiliary ego; and (4) the use of distancing techniques such as the conscious projection of a problem, use of metaphors, humor, journals, and the gestalt empty chair technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative study of dynamic and static testing in abstinent alcoholics

The performance of 44 Finnish alcoholics was measured on a Vygotskian version of the Raven's Progressive Matrices and four traditional static tests (the Digit Symbol and Block Design subtests from the WAIS, Part B of the Trial Making Test, and the Embedded Figures Test). Of the static tests only the Block Design showed consistent congruence with the results of the learning potential test. The other static tests discriminated only partially from each other the groups which were formed according to learning potential. The most fruitful way to test alcoholics is probably to have a flexible combination of static and dynamic tests. We also need to have tests that are applicable to both static and dynamic testing.     

Paraumbilical vein in the cirrhotic patient: imaging with 3D CT angiography

This article provides a response to Stone's review and analysis of the scaffolding metaphor as it is applied to research applications for students with learning disabilities. We propose that, to advance the field of instructional research with students with learning disabilities, all available literature should be used when interpreting findings for instructional procedures for students with learning disabilities. Only when all of the intervention research literature in learning disabilities is examined can reliable conclusions be drawn regarding the efficacy of instructional procedures.     

The Wizard of Oz as cultural narrative and conceptual model for psychotherapy.

Narrative has long served as a means of communicating important information that explains the relationships among events and as a guide for learning skills. This article examines a major contemporary narrative, The Wizard of Oz, as it elucidates difficulties encountered in our society and how they are addressed through development and change. The implications of the film for psychotherapy are explored using the comparative approach developed by Jerome Frank. The narrative is considered as it illustrates Frank's notion of demoralization and the elements and processes hypothesized to be shared by all effective psychotherapeutic approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Frameworks for understanding emotions and their development: Functionalist and dynamic systems approaches.

In recent years, both functionalist and dynamic systems approaches have assumed increasing prominence in the study of emotion and its development, but the similarities and differences between these perspectives remain largely unexplored and open to more systematic examination. In this article, the authors argue that both approaches share a systems view of emotion and regard emotion in relational, process terms. However, each approach adopts a distinct level of analysis and distinct types of explanation for emotion and its development. Whereas the functionalist approach appeals to formal and final causes to explain patterning in emotion at the level of organism-environment relations, the dynamic systems approach appeals to efficient and material causes to explain emotion at the specific content level of behavior in context. Whether these approaches complement or conflict with one another depends on the extent to which the dynamic systems approach admits abstraction into its explanatory framework. A. Fogel's social process theory and M. D. Lewis' approach to emotion self-organization are discussed in this regard. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of daily living tasks: the home care advantage

Occupational therapists working in home care have an advantage over those working in other settings because they can observe the influence of the naturalistic context on task performance. However, to use this advantage, therapists working in home care must use an evaluation approach that enables them to capture the client-task-context transaction. In this article, we discuss the ability of four "evaluation approaches"--norm-referenced, criterion-referenced, dynamic, informal--to provide information about the client-task-context transaction that therapists need in order to plan effective intervention. The potential of each approach for identifying clients' performance problems, suggesting etiologies, determining rehabilitation potential, and guiding intervention is analyzed, and the appropriateness of each approach for application in the home is appraised. This analysis highlights the utility of combining the criterion-referenced and dynamic assessment approaches for use in home care. A sequential process for integrating these two approaches is provided, and the proposed outcomes to be obtained from this process are identified.     

Comparisons of means using exploratory and confirmatory approaches.

This article discusses comparisons of means using exploratory and confirmatory approaches. Three methods are discussed: hypothesis testing, model selection based on information criteria, and Bayesian model selection. Throughout the article, an example is used to illustrate and evaluate the two approaches and the three methods. We demonstrate that confirmatory hypothesis testing techniques have more power—that is, have a higher probability of rejecting a false null hypothesis—and confirmatory model selection techniques have a higher probability of choosing the correct or the best hypothesis than their exploratory counterparts. Furthermore, we show that if more than one hypothesis has to be evaluated, model selection has advantages over hypothesis testing. Another, more elaborate example is used to further illustrate confirmatory model selection. The article concludes with recommendations: When a researcher is able to specify reasonable expectations and hypotheses, confirmatory model selection should be used; otherwise, exploratory model selection should be used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)